Editors:
Offers global insights into working on reform in mathematics education
Explains how Realistic Mathematics Education is used in different countries
Includes numerous examples of mathematics tasks for teaching and assessing students
Covers all levels of mathematics education
Features both empirical findings, theoretical considerations and personal experiences
Part of the book series: ICME-13 Monographs (ICME13Mo)
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Table of contents (19 chapters)
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Front Matter
About this book
This open access book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, takes readers on a journey with mathematics education researchers, developers and educators in eighteen countries, who reflect on their experiences with Realistic Mathematics Education (RME), the domain-specific instruction theory for mathematics education developed in the Netherlands since the late 1960s. Authors from outside the Netherlands discuss what aspects of RME appeal to them, their criticisms of RME and their past and current RME-based projects.
It is clear that a particular approach to mathematics education cannot simply be transplanted to another country. As such, in eighteen chapters the authors describe how they have adapted RME to their individual circumstances and view on mathematics education, and tell their personal stories about how RME has influenced their thinking on mathematics education.
Keywords
- ICME 13 Thematic Afternoon
- European Didactic Traditions
- Realistic Mathematics Education
- Mathematics education
- RME
- Gaussian elimination
- RME for didactical design
- Mathematics education researchers
- Mathematics education in the Netherlands
- Domain-specific instruction theory for mathematics education
- Reform implementation and adaptation
- Didactics of mathematics
- History of reforming mathematics education
- World-wide collaboration in mathematics education
- Open access
- learning and instruction
Reviews
“The inclusion throughout both volumes of thought-provoking examples of RME authentic context tasks offers opportunities for the reader to engage in moments of guided reinvention, serving as models of particular mathematics content, as well as creating models for reflection on the meaning and potential offered by Realistic Mathematics Education. There is a little bit of something for everyone in these books, and they represent an important contribution to the growing body of literature in the field of mathematics education.” (Anne R. Teppo, Educational Studies in Mathematics, Issue 104, 2020)
“The book is written for those familiar with the RME tradition. I judge that is the audience who will find this volume of most interest. … What this volume contributes more uniquely is the personal histories and comparative experiences of scholars working to build on the tradition.” (Paul Christian Dawkins, MAA Reviews, December 14, 2019)
Editors and Affiliations
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Utrecht University, UTRECHT, the Netherlands
Marja van den Heuvel-Panhuizen
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Nord University, Bodø, Norway
Marja van den Heuvel-Panhuizen
Bibliographic Information
Book Title: International Reflections on the Netherlands Didactics of Mathematics
Book Subtitle: Visions on and Experiences with Realistic Mathematics Education
Editors: Marja van den Heuvel-Panhuizen
Series Title: ICME-13 Monographs
DOI: https://doi.org/10.1007/978-3-030-20223-1
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2020
License: CC BY
Hardcover ISBN: 978-3-030-20222-4Published: 24 August 2019
Softcover ISBN: 978-3-030-20225-5Published: 25 August 2020
eBook ISBN: 978-3-030-20223-1Published: 13 August 2019
Series ISSN: 2520-8322
Series E-ISSN: 2520-8330
Edition Number: 1
Number of Pages: IX, 366
Number of Illustrations: 67 b/w illustrations, 50 illustrations in colour
Topics: Mathematics Education, Learning & Instruction, Teaching and Teacher Education, Assessment, Testing and Evaluation